What's in my mind (Individual Reflection)

EDU702: Research Methodology is one of the compulsory subject for my Master of Education. I still remember the last time I went through this subject when I was in Part 5 of my degree days which was in 2008, approximately 4 years back.

After going through the 14 weeks of this course for my Part 1, there are many things that I have learnt especially in coming out with a good research. I can make a clear comparison from my previous experience. When I was in undergraduate study, everything was given by the lecturer but today everything is independent learning that make each and everyone of us responsible towards our learning.

The article review part teaches me to be critical enough and make a cross reference too. The article is quite related to me as a teacher in school as stress is always one of the issues for teachers. It is a great article though.

Meanwhile for the tests, there are two tests. The second one was on June 2nd 2012. Both tests were challenging. Burning the mid night oil was worth for the tests. Thank God I received a good mark for the first one and waiting for the second one.

Then, we have a presentation part. There are lots of presentations that I need to do for this semester and I bet it will continue for the next until the last semester. My lecturer is supportive and understanding enough, therefore for me myself I did not face much difficulties in preparing and also conveying my presentation. At the same time, the audience; my classmates are totally awesome and supportive too.

Last but not least the research proposal part. Research proposal part is the most challenge part for me. I always have problem to finalize my research topic. I wish to explore a new topic for my research, in case if it is good enough to be carried on for my dissertation, I can just carry on wonderfully. Plus, if it is possible, i would like to do it for my PhD (in one fine day). Therefore, it is so important for me to choose the best one. Luckily my lecturer always helps me to upgrade my research and add new ideas for me to improve my research proposal. There are lots of challenges especially when I need to fine book references. I went to the INTEC library but not much books can be used as references. When I wanted to borrow some of the boos, the system at the library broke down. I was so frustrated but I won't give up. Then, I try to find few books in Shah Alam Library, luckily it worked.

Now, it is the last week for me to edit my research and submit the proposal on this coming Saturday. I learnt something and always be my reminder which is 'DO NOT PROCRASTINATE WORKS'!

Last Friday, when I was on my way to Shah Alam, I was involved in an accident. Thus, because of that I lost my focus on my works. Fortunately, I have done all my important works or assignments that need to be submitted this week earlier. I lost focus during my Education and Human Development quiz.

Thank God, I have done my research earlier and just need to do some amendments before submitting it to Dr. Teoh soon. This semester was awesome! 
Good luck dearest friends!

The Research Proposal

Thank God as finally I do finish my Research Proposal for this first semester. I hope I can get a good marks from this research as well as this subject overall.

TEACHERS AND STUDENTS’ PERCEPTIONS TOWARDS PARAPHRASTIC APPROACH TO TEACH LITERATURE IN ESL CLASSROOM

Main & Related References (The Research Proposal)

Books:

Brumfit, C.J., & Carter, R. A. (Eds.). (1989).Literature and language teaching. Oxford: Oxford UP.

Campbell, C. (1990). Writing with others’ words: Using background reading text  in academic compositions. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 211-230). Cambridge:  Cambridge University Press.

Currie, P. (1998). Staying out of trouble: Apparent plagiarism and academic survival. Journal of Second Language Writing, 7(1), 1–18.

Eken, D. K. 1999. Through the eyes of the learner: Learner observations of teaching and learning. ELT Journal, 53(4): 66-80

Fraenkel, J. R. & Wallen, N. E. (2008). How to design and evaluate research in education (7th ed). Boston: McGrawHill

Harris, A.J., & Sipay, E.R. (1990). How to increase reading ability: A guide to developmental and remedial methods (9th ed.). White Plains, NY: Longman.

Munro, J. (2008). Literacy Intervention Strategies – Course Notes. University ofMelbourne.

Pecorari,D. (2008). Academic writing and plagiarism. London: Continuum.

Rosli Talif. (1995). Teaching literature in ESL the Malaysian context. Kuala Lumpur: Penerbit Universiti Pertanian Malaysia.

Sarceni, M. (2003). “Literature in the EFL Classroom: Roses or Thorns?”. In Subramaniam, G. and Vethamani M.E. (Eds.) Teaching Literature in ESL/EFL Contexts. Petaling Jaya: Sasbadi Sdn. Bhd.

Sidhu, Gurnam Kaur, 2003. Literature in the language classrooms: Seeing through the eyes of learners. In: Ganakumaran & Edwin Malachi (eds.). Teaching of literature in ESL/EFL contexts. pp. 88-110. Petaling Jaya: Sasbadi-Melta ELT Series.

Van de Berg, Camille (1990). Conversation activities based on literary readings. French Review, 63(4), 664-667.

Vacca, R., & Vacca, J. (1999). Content area reading. New York: Longman.

Widdowson, H. G. (1975). Stylistics and the teaching of Literature. London: Longman

Journals:

Angela D. Evansa, Kim P. Robertsb, Heather L. Pricec, Candyce P. Stefek. (2010). The use of paraphrasing in investigative interviews. Retrieved on April 21, 2012 from http://www.sciencedirect.com/science/article/pii/S0145213410001420?via=ihub

Bronshteyn, K; Baladad, R. (2006). Librarians as Writing Instructors: Using Paraphrasing Exercises to Teach Beginning Information Literacy Students. Retrieved on April 21, 2012 from http://connection.ebscohost.com/c/articles/23842329/librarians-as-writing-instructors-using-paraphrasing-exercises-teach-beginning-information-literacy-students

Bazerman, C. (2010). Paraphrasing: The Author's Thoughts in Your Words. Retrieved on April 3, 2012 from http://writing.colostate.edu/textbooks/informedwriter/chapter3.pdf

Crossley, S.A , Louwerse, M.M,  McCarthy, P,  McNamara, D. (2007). A Linguistic Analysis of Simplified and Authentic Texts. Retrieved on June 2, 2012 from http://www2.gsu.edu/~wwwesl/Files/ALSL/Cross__linguistic_analysis_of_simplified_and_authentic_texts.pdf

Clason, D. L. & Dormody, T. J. (n.d). Analyzing Data Measured by Individual Likert-Type Items.  Retrieved on June 2, 2012 from citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.2197...pdf 

Diana Hwang & Mohamed Amin Embi .(2007). Approaches Employed by Secondary School Teachers to Teaching the Literature Component in English. Retrieved on March 29, 2012 from web.usm.my/education/.../jpp%20aminukm%20art%201%20(1-23).pdf

Fauziah Ahmad & Jamaluddin Aziz. (2009). Students’ Perception of the Teachers’ Teaching of Literature Communicating and Understanding Through the Eyes of the Audience. Retrieved on March 29, 2012 from www.eurojournals.com/ejss_7_3_02.pdf

Higher Score. (2007). How to Paraphrase Effectively. Retrieved on March 28, 2012 from http://www.higherscore.ca/downloads/Higher%20Score%20Free%20Advice%202%20-%20Paraphrasing.pdf

Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Retrieved on April 21, 2012 from www.sciencedirect.com/science/article/pii/S106037430600066X

Larson, K.A. (2004) Using Quotation. Retrieved on April 13, 2012 from http://leo.stcloudstate.edu/research/usingquotes.html

Maryam Pakzadian & Hossein Barati. (2012). The Effects of L1 Translation vs. Paraphrasing the Literary Texts on Female and Male Students Reading Comprehension ojs.academypublisher.com/index.php/tpls/article/download/.../4928

Mohammad Khatib. (2011). Literature in EFL/ESL Classroom. Retrieved on April 4, 2012 from http://atuir.academia.edu/SaeedRezaei/Papers/319078/Literature_in_EFL_ESL_Classroom

Murat Hişmanoğlu. (2005). Teaching English Through Literature. Retrieved on March 30, 2012 from http://jlls.org/Issues/Volume1/No.1/murathismanoglu.pdf

Radzuwan Ab. Rashid, Malachi Edwin Vethamani & Shireena Basree Abdul Rahman. (2010). Approaches Employed by Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2. Retrieved on April 7, 2012 from ccsenet.org/journal/index.php/elt/article/download/8379/6189

Siti Norliana Ghazali, Roszainora Setia & Chittra, M. (n.d). ESL Students’ Attitude towards Texts and Teaching Methods used in Literature Classes. Retrieved on May 5, 2012 from www2.tganu.uitm.edu.my/upena/dokumen/ELTNorlianaKJ1revd.doc

Smita. (2010). Language in India. Retrieved on March 29, 2012 from http://www.languageinindia.com/june2010/v10i6june2010.pdf

Perles, K. (2009). Tips for English Language Learners: Paraphrasing. Retrieved on April 6, 2012 from http://www.brighthub.com/education/languages/articles/59249.aspx

Zubaidah Awang & Shaidatul Akma Binti Adi Kasuma. (2010). A Study On Secondary School Students’ Perceptions Of Their Motivation And Attitude Towards Learning The English Literature Component. Retrieved on June 3, 2012 from  http://eprints.utm.my/10716/

The Research Proposal (Presentation Slides)

Here is my presentation slides for my research proposal =)

Research proposal presentation

My Classmates' Presentations

These are my classmates' presentation slides. Everyone has done a great job!

My Group Presentations

My friends and I had done our presentation successfully. Therefore, these are the presentation slides for each topic that had been assigned to us.

Article Review

One of the requirement to complete this course is to write an ARTICLE REVIEW. Before I show my article review, lets get the idea how to write it.

The Presentation Day is Coming!

It's going to be tomorrow. Oh My.. Even though there are so many presentations have been done since the degree years but the butterflies are still in my stomach until i finish my presentation. Preparation is so important before to handle our own mixed feelings and to ensure that everything will go smoothly. Lets take a look at some tips in preparing for a presentation~

SUMMARY 5: Data Analysis II- Quantitative Data

In this summary 5, it covers the topic on Quantitative data. There is also comparison between quantitative as well as qualitative data. In quantitative research the aim is to determine the relationship between one thing (an independent variable) and another (a dependent or outcome variable) in a population. Quantitative research designs are either descriptive (subjects usually measured once) or experimental (subjects measured before and after a treatment). A descriptive study establishes only associations between variables. An experiment establishes causality.

    For an accurate estimate of the relationship between variables, a descriptive study usually needs a sample of hundreds or even thousands of subjects; an experiment, especially a crossover, may need only tens of subjects. The estimate of the relationship is less likely to be biased if the researcher has a high participation rate in a sample selected randomly from a population. In experiments, bias is also less likely if subjects are randomly assigned to treatments, and if subjects and researchers are blind to the identity of the treatments.

SUMMARY 4: Data Analysis I- Qualitative Data

This is my 4th summary. There are two types researches that a researcher should know in order to do a research, either qualitative or quantitative research. Both can help the researcher to plan and to guide his/her research better in order to get the best result for the research concern. Therefore, it is so important to understand the basic of qualitative research thus have the best idea regarding the types of qualitative research.


What is qualitative data? 


Qualitative methods are ways of collecting data which are concerned with describing meaning, rather than with drawing statistical inferences.  What qualitative methods (e.g. case studies and interviews) lose on reliability they gain in terms of validity.  They provide a more in depth and rich description.

SUMMARY 3: Instrumentation II- interviews, checklists, observations, etc.

The use of appropriate recording forms involve in gathering data for research purpose. These are called tools or instruments of data collection. They consist of observations, interviews and checklist. The tools of data collection translate the research objectives into specific items, the responses will provide the data required to achieve the research objectives. In order to achieve this purpose, each item must deliver to the respondent the ideas required by the research objectives, and each item must obtain a response which can be analysed for fulfilling the research objectives.

Information gathered through the tools provides descriptions of characteristics of individuals, institutions or other phenomena under study. It is useful for measuring the various variables pertaining to the study. The variables and their interrelationships are analysed for testing the hypothesis or for exploring the content areas set by the research objectives.

A brief description of the various tools of data collection is given below.

SUMMARY 2: Instrumentation 1- Questionnaires

The Instrumentation 1 consists of few important points to be discussed such as:

a) What are data?

b) Means of classifying data-collection instruments.

c) Examples of data collection instruments.

d) Norm-referenced versus criterion referenced instruments.

e) Measurement scales.

f) Preparing data for analysis.

SUMMARY 1: Research Design- sampling

Bonjour everyone..


This is my first summary of the presentation one.  I make it more to short form or short notes as i have gone through our textbook. There are few questions that we should focus in this topic.
How to distinguish between a sample and a population? What is representative sample? What is meant by 'systematic sampling', 'convenience sampling' and 'purposive sampling'? All these questions can be answered by the end of this summary. Sub topic that will be covered under this 'Research Design- Sampling' are

1) What is sample?

2) Random sampling methods

3) Nonrandom sampling methods

4) Sample size

5) External validity: Generalizing from a sample

LETS GET THE DETAILS OF EDU702

If we do not know about one thing, surely we wont understand what are the things waiting for us in future. In order to have a good preparation in doing something we should have clear picture about it. Therefore, this is the course information regarding EDU702. It provides students the information that they should know in going through this course. Plus it is beneficial for students to always be prepared with all the required assessments during this course. 

Discussion to ponder WEEK 2

What are the characteristics of a good research questions?

The above is called as FINER Criteria for a Good Research Question. By: Hulley, Stephen B.; Cummings, Steven R.; Browner , Warren S.; Grady, Deborah G.; Newman,
Thomas B.
Title: Designing Clinical Research, 3rd Edition

Discussion to ponder WEEK 1

The differences between QUALITATIVE research and QUANTITATIVE research.
There are many differences that we can get if we read many books or articles about it. Each and every of it has different points but over all the points given do identify the differences between two research. This is what i got from http://www.abacon.com/martella/table8.pdf that i would like to share. It is simple and easy to understand. 

Welcome to My E-P noesis

Research is formalized curiosity. It is poking and prying with a purpose - Zora Neale Hurston

Research is creating knowledge- Neil Amstrong.

Lets creating knowledge and formalized the curiosity through poking and prying with a beneficial purpose.

This blog can be the platform for us to share our knowledge and at the same time we could help each other with supportive and positive comments that could help us in undergoing this course =)